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Appendices

PRINCIPAL EFFECTIVENESS SCALE (PES)

DIRECTIONS:

This inventory consists of 60 items designed to measure principal’s effectiveness. It may

be defined as the competency with which the principal runs the school.

You are required to give your honest opinion regarding each statement with reference to

your School Principal. Check whether the mentioned characteristic (statement) is present

in your Principal and then mark your answer against each statement in any one of the five

columns.

If you are Strongly Agree put (√) mark in column SA.

If you are Agree put a (√) mark in column A.

If you are Undecided put a (√) mark in column UD.

If you are Disagree put a (√) mark in column DA.

If you are Strongly Disagree put a (√) mark in column SDA.

Please furnish the following information:

Name of School…………………………………………………………….

Gender of respondent.……………………………………………………...

Designation…………………………………………………………………

Age…………………………………………………………………………

Qualification………………………………………………………………..

Number of years in the position held. ……………………………………...

Note: There is no time limit but work as rapidly as you can. The data will be kept

confidential and will be used only for research purpose. Sincere cooperation from the

respondent will enable me to have an authentic and reliable data. I hope to get active

cooperation and support in this regard.

PLEASE RESPOND TO EVERY ITEM

Strongly Agree = SA, Agree = A, Undecided = UD, Disagree = DA, Strongly Disagree =

SDA

S.No. Statement SA A UD DA SDA

The Principal

1. Possesses high Qualification though less

experience.

2. Gains confidence of teachers by

keeping their shortcomings to himself

and the teacher concerned.

3. Does not involve the parents in school

administration. ®

4. Takes care to be smartly dressed.

5. Remains calm and cool in problematic

situations.

6. Teaches with skill.

7. Always addresses the students himself

whenever a policy announcement is to

be made. ®

8. Predict things before hand. ®

9. Remains open to criticism from teachers

and other school members.

10. Remains secular in taking decisions.

11. Regularly confers with the management

about the program and activities of the

school.

12. Does not bother for a well furnished

library in the school. ®

13. Pays special attention to teachers’

physical comforts. ®

14. Takes decisions strictly on merit.

15. Establishes through extra- curricular

activities a climate which encourages

initiative and originality.

16. Does not yield to pressure groups or

threats from teachers.

17. Takes active interest in the arrangement

of examinations.

18. Takes care to be present in the morning

assembly.

19. Is handsome.

20. Frequently takes rounds of the school.

®

21. Leaves the children to their parents for

medical check-up. ®

22. Inflicts corporal punishment in order to

maintain proper discipline in school. ®

23. Sees that a well furnished library is

available to the students and teachers.

24. Gives sufficient notice to the teachers

about the business to be conducted in

staff meetings.

25. Keeps him away from the examinations

and lets the teachers carry it. ®

26. Feels responsible for each and every

activity going on in school.

27. Provides proper teaching aid to

teachers.

28. Remains in the good books of higher

authorities.

29. Does not necessarily and actively

participate in the social life of the

community. ®

30. Tries to outsmart his teachers in order to

make his position obvious. ®

31. Gives his independent opinion

regarding the requirements of a specific

appointment in his staff.

32. Sees that the non-teaching staff does not

remain as left outs in various programs.

®

33. Sometimes takes advantage of

supremacy by making the staff do his

personal work. ®

34. Inculcates the feeling of our school

rather than my school by organizing

cooperative activities.

35. Thinks of the present problems only and

leaves the future to fate. ®

36. Present his views regarding general

school problems through articles in

books, magazines and newspapers.

37. Is often simply dressed.

38. Is devoid of any physical disability.

39. Has varied interests in addition to

teaching.

40. Remains satisfied with just the usual

school routine running smoothly.

41. Shows consideration in giving

admissions on the basis of caste and

creed. ®

42. Lets the vice-principal or any other

senior teachers address the students on

his behalf.

43. Sees that medical aid is readily

available in school.

44. Allows his staff members to carry out

their duties without keeping strict

watch.

45. Maintains records of all the school

activities.

46. Remains indifferent with his student

tidiness. ®

47. Provides provision and opportunities for

scholarships and awards for excellence

in academics.

48. Wisely utilizes the community

resources in curriculum.

49. Remains immune to popularity among

higher authorities.

50. Sees that the non-teaching staff is not

equated with teaching staff in co-

curricular activities.

51. Is not conscious of his status in school

all the time. ®

52. Makes it a point to have children

medically examined every year.

53. Only takes official work from teachers.

54. Consults his teachers before making a

change which is going to affect them.

55. Remains satisfied by reading articles in

magazines and newspapers. ®

56. Keeps attending seminars and

conferences at various levels.

57. Lets the vice-principal or any other

senior teacher look after the assembly.

®

58. Provides special coaching facilities for

sportsmen and women.

59. Takes decision independently. ®

60. Never gives corporal punishment®.

PERSONAL DATA SHEET FOR SCHOOL PRINCIPAL (PDSSP)

Highly Confidential

DIRECTIONS: Please Tick the Appropriate Option to Indicate Your Answer for Each

Question.

What is Your Age ?

1. Age

1.1 Above 45 Years…………………………………………………………………..

1.2 Upto 45 Years…………………………………………………………………

What is Your Gender?

2. Gender

2.1 Male………………………………………………………………………………..

2.2 Female……………………………………………………………………………..

How Many Years Have You Been a Secondary School Principal?

3. Length of Experience:

3.1 Zero to Ten Years (0-10 Years)………………………………………………...

3.2 Eleven to Twenty Years (11-20 Years)…………………………………...........

3.3 Twenty One Years Onwards (21 Years Onwards)…………………………….

Reliability Statistics for Principal Effectiveness Scale (PES)

Cronbach’s Alpha No. of Items

.728 60

Item Total Statistics

Items Cronbach’s Alpha if item Deleted

Item 1 0.744

Item 2 0.722

Item 3 0.743

Item 4 0.719

Item 5 0.713

Item 6 0.715

Item 7 0.749

Item 8 0.738

Item 9 0.717

Item 10 0.721

Item 11 0.721

Item 12 0.716

Item 13 0.746

Item 14 0.714

Item 15 0.716

Item 16 0.719

Item 17 0.718

Item 18 0.724

Item 19 0.721

Item 20 0.742

Item 21 0.719

Item 22 0.726

Item 23 0.708

Item 24 0.711

Item 25 0.722

Item 26 0.714

Item 27 0.718

Item 28 0.725

Item 29 0.727

Item 30 0.734

Item 31 0.726

Item 32 0.740

Item 33 0.714

Item 34 0.712

Item 35 0.720

Item 36 0.723

Item 37 0.726

Item 38 0.733

Item 39 0.710

Item 40 0.735

Item 41 0.723

Item 42 0.735

Item 43 0.720

Item 44 0.738

Item 45 0.713

Item 46 0.735

Item 47 0.713

Item 48 0.715

Item 49 0.732

Item 50 0.728

Item 51 0.732

Item 52 0.715

Item 53 0.721

Item 54 0.714

Item 55 0.729

Item 56 0.718

Item 57 0.739

Item 58 0.724

Item 59 0.736

Item 60 0.747

Construct Validity of Principal Effectiveness Scale

Items Correlation Sig.

Item 1 -.135 .711

Item 2 .330** .001

Item 3 -.037 .710

Item 4 .404** .000

Item 5 -.529** .000

Item 6 .554** .000

Item 7 -.455** .000

Item 8 -.151 .126

Item 9 .430** .000

Item 10 .341** .000

Item 11 .363** .000

Item 12 .467** .000

Item 13 -.326** .001

Item 14 .498** .000

Item 15 .513** .000

Item 16 .379** .000

Item 17 .472** .000

Item 18 .273** .005

Item 19 .335** .000

Item 20 -.475** .000

Item 21 .391** .000

Item 22 .274** .005

Item 23 .688** .000

Item 24 .643** .000

Item 25 324** .001

Item 26 .590** .000

Item 27 .462** .000

Item 28 .231* .018

Item 29 .205* .037

Item 30 .042 .672

Item 31 .214* .029

Item 32 -.243* .013

Item 33 .485** .000

Item 34 .558** .000

Item 35 .350** .000

Item 36 .309** .001

Item 37 .226* .021

Item 38 .144 .146

Item 39 .621** .000

Item 40 .011 .910

Item 41 .288** .003

Item 42 .035 .725

Item 43 .426** .000

Item 44 .014 .889

Item 45 .638** .000

Item 46 .031 .756

Item 47 .558** .000

Item 48 .511** .000

Item 49 .076 .443

Item 50 .162 .100

Item 51 .112 .260

Item 52 .497** .000

Item 53 .338** .000

Item 54 .525 .000

Item 55 .158 .110

Item 56 .467** .000

Item 57 .181 .067

Item 58 .275** .005

Item 59 .003 .975

Item 60 -.289 .003

*Correlation is significant at .05 level

**Correlation is significant at .001 level

Publications

1. Shakir, Mohd. Impact of Age, Gender and Length of Experience on the Effectiveness

of Secondary School Principals, Research Analysis and Evaluation-International Indexed

and Refereed Research Journal. Vol. IV (46) ISSN 0975-3486 (print), ISSN 2320-5482

(online). Control from Paris.

2. Parvez, M and Shakir, Mohd. Attitudes of Prospective Teachers Towards Teaching

Profession, Journal of Education and Practice, Vol. 4 No. 10, 2013. ISSN 2222-1735

(paper), ISSN 2222-288X (online).www.iiste.org United States of America (USA).

40 RESEARCH ANALYSIS AND EVALUATION

International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46

Introduction: The principal, as an educational leader, holds thekey position in the school. As an important componentof the school administration he has two important re-sponsibilities-administration of the school and thesupervision of the personnel involved in the wholeteaching and learning process. Everything in the schoolincluding the plant, the teaching and non-teachingstaff, the curriculum, methods, and techniques of teach-ing, co-curricular activities, etc is organised by him.The efficiency of the school depends on the efficiencyof a school principal. In other words it depends on theability and skill, personality, and professional compe-tence of the principal. He may be described as the sunaround which educational planets revolve (Kochhar &Jain, 2012). The school principal is the key factor in thedevelopment of schools.

The pivotal and multifaceted role of a schoolprincipal in the effectiveness of school is corroboratedby the findings of several researchers. Studies, Goodlad,1976; Austin, 1979; Barth, 1980; Bossert, Dwyer, Rowan,and Lee1982; Patel,1983; Glasman,1984; Cuban, 1986;Sweet,1986; Blank, 1987; Bailey, 1988; Heck, Larsen,and Marcoulides, 1990; Glassman and Heck, 1992;Leithwood, 1992; Brewer,1993; Lezotte, 1994; Hallingerand Heck, 1998; DuFour, 1999; National Association ofSecondary School Principals, 2001; Terozzi, 2001;Bolman and Deal, 2002; John and Peter, 2006; Mohajeranand Ghaleei. 2008; Clement, 2010; Bush, 2011; Coelliand Green, 2012; have shown that effective principalsare a key ingredient to the effective schools. The impor-tance of the school principal in the effectiveness ofschools is very crucial. School leadership has becomea priority in education nationally as well as internation-

Research Paper—Education

July ,2013

Impact of Age , Gender and Length of Experience on

The Effectiveness of Secondary School Principals

* Mohd Shakir

A B S T R A C T

This study was conducted to study the impact of age, gender and length of experience on the effectiveness of secondaryschool principals. 500 teachers and 100 principals of secondary school level of Aligarh and Ghaziabad Districts of UttarPradesh, constituted the sample of the study. Purposive-convenient sampling technique was adopted for this purpose. APrincipals Effectiveness Scale (PES) developed by Dr. Shaheen Usmani was used to collect the data. Mean, SD, t-test andone way ANOVA were used for the analysis of the data. Research findings revealed that principals of above 45 years ofage are more effective than the principals who are upto 45 years of age. Male and female principals do not differ in theireffectiveness. Length of experience has a significant influence on the effectiveness of secondary school principals. Principalshaving 11-20 years of experience are more effective than the principals who have 0-10 years of experience. Principals whohave 21 and above years of experience are more effective than the principals having 0-10 years of experience. and principalshaving 21 and above years of experience are more effective than the principals having 11-20 years of experience.

Keywords: Principal, age, gender, length of experience and principals' effectiveness.

*Senior Research Fellow, Department of Education, Aligarh Muslim University, Aligarh-, U.P.

ally. It plays a key role in improving our school out-comes by motivating the teachers, It also helps main-tain a better school atmosphere. Effective school lead-ership is essential to improve the efficiency of schools.A school is known by its products and not by itsbuilding and infrastructure and the whole credit ofproducts goes to the principal. The principal plays avery important role in maintaining the efficiency andtone of the school. Either the school is flourishing orperishing, the whole credit goes to the principal.

His role is not only limited with the field ofeducation, but it goes beyond it. He also plays a veryimportant role in the community also where he resides.A principal is also a manager because he not only leadsbut manages the whole organisation so that plans setfor the betterment of the school could be attained. Aschool is as great as its principal. It is rightly said thatThe schools become great not because of their magnifi-cent building but because of magnificent principals.He is in the strategic centre of a web of instructionalinter-relationships-school-department, staff-manage-ment, teacher-inspector, teacher-teacher, teacher-pu-pil, teacher-parent, and school community.

He is the despatching station at the centre ofeducational endeavour-planning, organising, direct-ing, coordinating and evaluating. The principal is thekeystone in the arch of school administration; he is thehub of educational efforts; he is the major componentof school administration on whose ability, skills andpersonality the efficiency of the school depends(Parvez, 2010). The role of a principal today is becomingincreasingly complex. They are bombarded with a myriadof duties and responsibilities. His is an uphill task, and

41RESEARCH ANALYSIS AND EVALUATION

International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46only persons with a clear perspective and rare abilitiescan succeed (Mukerji, 1963). In spite of insurmount-able pressures, some principals are highly successful.They are able to achieve and maintain excellence intheir schools, whereas some of them are not. Here,question arises. What does make an effective princi-pal? Why are some principals successful at what theydo while others are not? Is there any impact of age,gender and length of experience on the effectivenessof principals? These are some of the questions whichthe investigator will try to address in the present study.Objectives:1. To find out the difference in principals' effective

ness in relation to age.2. To find out the difference in principals' effective

ness in relation to gender.3. To study the effectiveness of principals in relation

to their length of experience.3.1 To study the difference in the effectiveness of prin

cipals having 0-10 years of experience and 11-20years of experience.

3.2 To study the difference in the effectiveness ofprincipals having 0-10 years of experience and 21and above years of experience.

3.3 To study the difference in the effectiveness of principals having 11-20 years of experience and 21 andabove years of experience

Hypotheses:Alternate Hypotheses:H1. Principals of different age groups differ signifi-cantly in principals' effectiveness.H2. Principals of different gender differ significantly inprincipals' effectiveness.H3. There is statistical significant difference in theprincipals' effectiveness in relation to their length ofexperience.H.3.1 There is statistical significant difference in theeffectiveness of principals having 0-10 years and 11-20years of experience.H.3.2 There is statistical significant difference in theeffectiveness of principals having 0-10 years and 21and above years of experience.H.3.3 There is statistical significant difference in theeffectiveness of principals having 11-20 years and 21and above years of experience.Null Hypotheses:Ho1. Principals of different age groups do not differsignificantly in principals' effectiveness.Ho2. Principals of different gender do not differ signifi-cantly in principals' effectiveness.Ho.3.There is no statistical significant difference in theprincipals' effectiveness in relation to their length ofexperience.

Ho.3.1.There is no statistical significant difference inthe effectiveness of principals having 0-10 years and11-20 years of experience.Ho.3.2. There is no statistical significant difference inthe effectiveness of principals having 0-10 years and 21and above years of experience. Ho.3.3. There is statistical significant difference in theeffectiveness of principals having 11-20 years and 21and above years of experience.Material and Methods:Methodology: This study falls under the category ofdescriptive research. Thus, survey method was adoptedto carry out the research work.Population: The secondary school principals and teach-ers from the District Aligarh, and Ghaziabad of UttarPradesh (India) constituted the target population in thepresent study.Sample: 500 teachers and 100 principals of secondaryschool level of District Aligarh and Ghaziabad of UttarPradesh, constituted the sample. Purposive-convenientsampling technique was used for this purpose.

Sa mple Number of Number of Number of Schools Teachers Principals 500 100 100

Research Tools: Principals Effectiveness Scale(PES) developed by Dr. Shaheen Usmani (1988) wasgiven to the five teachers of a school to evaluate theprincipal of that school. A Personal Data Sheet wasgiven to the principals in which they were supposed toprovide information regarding their age, gender andlength of experience.Data Collection: Principals and teachers were contactedduring the working hours of the schools. Hence, 500teachers evaluated the 100 Principals.Statistical Techniques: The data were analysed withthe appropriate statistical measures to justify the ob-jectives. The investigator employed, Mean, StandardDeviation, t-test and one way ANOVA .

Analysis and Interpretation of Data: Theanalysis was done in order to make inferences andgeneralizations about the population. Statistical Pack-age for Social Science (SPSS) Version 16 was used forthe analysis. See Table 1Table No.1 reveals that the mean value Principals' Ef-fectiveness Above 45 Years of Age is 158.08 with aStandard Deviation of 10.53 and the mean value of thePrincipals' Effectiveness Upto 45 Years of Age is 150.18with a Standard Deviation of 14.66. On applying t-test,a t-ratio of 3.11 is obtained, which is statistically signifi-cant at .01 level. Therefore, null hypothesis, Ho1: prin-cipals of different age groups do not differ significantlyin Principals' Effectiveness is rejected and the alterna-tive hypothesis, H1 is accepted. This means principals



of different age groups differ significantly in their ef-fectiveness implying that principals above 45 years ofage are more effective than the principals who are upto45 years of age. This finding is inconsistent with thefinding of Basavaraj (2013) who found that principalsupto 50 years of age are more effective than the 51 plusyears of age. And Usmani (1988) who found that agehad no effect on principal effectiveness.See Table 2Table 2, reveals that the mean value effectiveness ofmale principals is 150.79 with a standard deviation of13.38 and the mean value of the effectiveness of femaleprincipals is 148.92 with a standard deviation of 14.60.On applying t-test, a t-ratio of 0.657 is obtained, whichis statistically not significant at .05 level. Therefore,null hypothesis, Ho2: principals of different gender donot differ significantly in their effectiveness is acceptedand alternative hypothesis, H2 is rejected. This meansthere is no statistical significant difference betweenthe principals' effectiveness on the basis of their gen-der (male and female). This is consistent with the pre-vious finding of Basavaraj (2013) Taj (1995), and Usmani(1988) who reported that male and female do not differsignificantly in their effectiveness.See Table 3F-value is 83.984 which is statistically significant at0.01 level indicating that length of experience has asignificant influence on principals' effectiveness .In order to examine the significant differences, amongthe three groups compared, t-test was applied betweenthe possible pairs.

Table 3.1, reveals that the mean value of ef-fectiveness of principals having 0-10 years of experi-ence is 137.58 with a standard deviation of 10.03 and themean value of the effectiveness of principals having11-20 years of experience is 150.83 with a standarddeviation of 9.29. On applying t-test, a t-ratio of 5.798is obtained, which is statistically significant at .01 level.Therefore, null hypothesis, Ho3.1: there is no statisti-cal significant difference in the effectiveness of prin-cipals having 0-10 years of experience and 11-20 yearsof experience is rejected and alternative hypothesis,H3.1 is accepted. This means there is statistical signifi-cant difference between the effectiveness of princi-pals having 0-10 years of experience and 11-20 years ofexperience. Higher mean score of effectiveness of prin-cipals' having 11-20 years of experience than the prin-cipals' effectiveness of 0-10 years of experience is im-plying that principals who have 11-20 years of experi-ence are more effective than the principals who have 0-10 years of experience. This finding is consistent withthe previous findings of Earley & Weindling (2007),Fink & Brayman (2006),Vanderhaar, Munoz & Rodosky(2006), Thomas & Cheese (2005), Howson (2004),Oplatka (2004), Kouzes & Posner (2002) and Taj (1992)who reported that experience has a major impact on theeffectiveness of the principals. And contrary to thefindings of Walker (2009) and Fidler & Atton (2004)who found no significant relationship between princi-pals' effectiveness and their length of experience.

Table No.1 Showing The Comparison of Principals' Effectiveness of Age Groups Between Principals Above 45Years and Upto 45 Years

Age of Principals N Mean S D df t-value Principals' Effectiveness Above 45 Years 52 158.08 10.53 98 3.11** Principals' Effectiveness Upto 45 Years 48 150.18 14.66 **Significant at 0.01 level

Table No.2 Showing The Comparison Of Principals' Effectiveness On The Basis Of Their Gender.Gender N Mean SD df t-value

Male Principals' Effectiveness 61 150.79 13.38 98 0.657* Female Principals' Effectiveness 39 148.92 14.60 *Not significant at .05 level

Table No.3 Showing The Analysis Of Variance One Way ANOVASource of Variation Sum of Squares df Mean Square F Sig.Between Groups 13109.449 2 6554.724 83.984 .000Within Groups 7570.602 97 78.047Total 20680.050 99 F (2, 99) = 83.984; p < 0 .01

Table No.3.1 Showing The Comparison Of Principals' Effectiveness On The Basis Of Experience(0-10 Years And 11-20 Years)

Length Of Experience N Mean Sd Df T-value0-10 Years 38 137.58 10.03 70 5.798**11-20 Years 34 150.83 9.29

** Significant At 0.01 Level

43RESEARCH ANALYSIS AND EVALUATION


Table 3.2, reveals that the mean value of effectivenessof principals having 0-10 years of experience is 137.58with a standard deviation of 10.03 and the mean valueof the effectiveness of principals having 21 and aboveyears of experience is 166.06 with a standard deviationof 6.10. On applying t-test, a t-ratio of 13.31 is obtained,which is statistically significant at .01 level. Therefore,null hypothesis, Ho3.2: there is no statistical signifi-cant difference in the effectiveness of principals hav-ing 0-10 years of experience and 21 and above years ofexperience is rejected and the alternative hypothesis,H3.2 is accepted. This means there is statistical signifi-cant difference between the effectiveness of princi-pals having 0-10 years of experience and 21 and aboveyears of experience. Higher mean score of effective-ness of principals' having 21 and above years of expe-rience than the effectiveness of principals who have0-10 years of experience is implying that principalshaving 21 and above years of experience are moreeffective than the principals having 0-10 years of expe-rience. See Table 3.3

Table 3.3, reveals that the mean value of ef-fectiveness of principals having 11-20 years of expe-rience is 150.84 with a standard deviation of 9.29 andthe mean value of the effectiveness of principals whohave 21 and above years of experience is 166.06 with astandard deviation of 6.10. On applying 't' test, a t-ratioof 7.447 is obtained, which is statistically significant at

.01 level. Therefore, null hypothesis, Ho3.3: there is nostatistical significant difference in the effectiveness ofprincipals having 11-20 years of experience and 21 andabove years of experience is rejected and the alterna-tive hypothesis, H3.3 is accepted. This means there isstatistical significant difference between the effective-ness of principals having 11-20 years of experience and21 and above years of experience. Higher mean scoreof effectiveness of principals who have 21 and aboveyears of experience than the effectiveness of principalshaving of 11-20 years of experience is implying that theprincipals who have 21 and above years of experienceare more effective than the principals having 11-20years of experience.Findings:1. Principals of above 45 years of age are more effec

tive than the principals who are upto 45 years of age.2. There is no significant difference between the prin

cipals' effectiveness on the basis of their gender.3. Length of experience has a significant influence on

the effectiveness of secondary school principals.4. Principals having 11-20 years of experience are more

effective than the principals who have 0-10 years ofexperience.

5. Principals who have 21 and above years of experience are more effective than the principals having0-10 years of experience.

6. Principals having 21 and above years of experienceare more effective than the principals who have 11-20 years of experience.

Table No. 3.2 Showing The Comparison Of Principals' Effectiveness On The Basis Of Experience(0-10 Years And 21 and Above Years Of Experience)

Length of Experience N Mean Sd Df T-value 0-10 Years 38 137.58 10.03 64 13.31** 21 And Above Years 28 166.06 6.10

Table No. 3.3 Showing The Comparison Of Principals' Effectiveness On The Basis Of Experience (11-20 Years

And 21 And Above Years)

Length of Experience N Mean SD df t-value

11-20 Years 34 150.84 9.29 60 7.447**

21 and Above Years 28 166.06 6.10

** Significant at .01 level

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Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

Vol.4, No.10, 2013

172

Attitudes of Prospective Teachers towards Teaching Profession

Mohammad Parvez1 and Mohd Shakir

2*

1. Associate Professor, Department of Education, Aligarh Muslim University, Aligarh.202002, U.P.(INDIA)

Email:[email protected]

2. Research Scholar, Department of Education, Aligarh Muslim University, Aligarh. 202002. U.P. (INDIA).

*Email of the corresponding author: [email protected]

Abstract

The progress of a country depends upon the quality of its teachers. They are called nation builders.A good principal,

magnificent building, sound infrastructure and good curriculum are useless, if the teachers in any institution are not

with positive attitude towards teaching. Teaching is a very respectable profession but even then not all the teachers

who are in this pious profession like it.Many prospective teachers join this profession not by choice but by chance or

due to other reasons. They are disinterested towards teaching profession. They just take admission in B.Ed course as

second choice,if they fail to seek admission in first choice like M.B.A., or any other courses according to their liking

and they are generally dissatisfied throughout the training period.This study was conducted to study the attitudes of

prospective-teachers towards teaching profession. A sample of 180 prospective teachers, 90 from private and 90

from publicinstitutions was taken through purposive convenient sampling method. “Teacher Attitude Inventory

(TAI)” by Dr. S.P. Ahluwalia was used to collect the data. Mean, SD and t-test were used for the analysis of the

data. Research findings revealed that there is a significant difference in the attitudes of prospective teachers studying

in private and public B.Ed institutions. There is no significant difference in the attitudes of female and male, Muslim

and Non-Muslim, science and social sciences prospective teachers towards teaching profession.

Keywords:Attitude, Prospective Teachers, Teaching Profession, Privateand Public Institutions.

Introduction

Education gives us comfortable and dignified life. It is responsible for the holistic development of

individualand society. Education means to lead out hidden talent of a child. It is an activity which helps students in

attaining needed information, ability, attitude, perception (Mirunalini and Anandan, 2012).The quality of a nation

depends upon the quality of its citizens. The quality of the citizens depends upon the quality of education system and

the quality of education depends upon the combined efforts planners, educationists and administration, however, the

most significant factor is the quality of the teachers. It means excellent and efficient teachers can change the fate of

the nation.It is in the schools,colleges and universities that the development of the attitudes and dispositions

necessary for the progressive life in a societytakes place.Education is imparted by teachers. If the teacher is capable,

energetic, mentally healthy and havingpositive attitude, it is well and good for the school.A teacher helps a child in

bringing out the hidden capabilities. He/she unfolds what is within, hidden and untapped. He/she makes explicit

what is implicit in the students. So teachers’ importance in teaching-learning process is very much. The Secondary

Education Commission (1952-1953) report stated,“We are convinced that the most important factor in the

contemplated educational reconstruction is the teacher, his personal qualities, his educational qualifications,

his professional training and the place that he occupies in the community.”It is very right that,“no people can

rise above the level of its teachers.”(NPE, 1986).The Teacher is the real and dynamic force of any institution. The

school without him/her is a sole less body. Without good, devoted and competent teachers, even the best system is

bound to fail. A good teacher can certainly give best result out of the worst system (Parvez, 2010). He/she is a

powerful and abiding influence in the formation of character; the influence of a great teacher indirectly extends over

many generations. The pivot upon which an educational system moves is the personality of the teacher. Teaching is

often called a calling, not a profession or a trade or simply a job. This means that a teacher should regard

himself/herself as one specially called to do this work, not so much for the pecuniary benefits which he/she may

derive from it as for the love of it (Mohiyuddin, 1943).The strength of the schools depends upon the attitudes ofthe

teachers.For qualitative improvement in secondary education of our country, the selection of right type of

prospective-teachers is a must. This require not only improving the knowledge and teaching competence of

prospective-teachers but also to inculcate in them healthy professional attitudes and desirable teacher like qualities.

Therefore, securing the right type of prospective-teachers for training is very important. Unless such prospective-



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173

teachers are found our secondary schools cannot deliver as per our expectations. Therefore, for the professional

preparation of prospective-teachers, the study of attitudes held by them is very important. A positive favourable

attitude makes the work not only easier but also more satisfying and professionally rewarding. A negative or

unfavourable attitude makes the teaching task harder, more tedious and unpleasant. Thus, effective and productive

learning on the part of the pupils can be achieved by employing teachers with desirable attitudes towards teaching

profession.

Prospective-Teacher

Prospective-teachers are those who are getting training or studying in B.Ed course to become teachers and they

are known by different names like’ would be teachers’, ‘pupil-teachers’, ‘student-teachers’ and ‘future-teachers’. As

and when their training period is over, they join the coveted profession of teaching and become full-fledged

teachers.

Attitude

The most important factor in the teaching-learning process is the teacher. A good education system can flourish if

two conditions are satisfied. First is the constant updating and refinement in knowledge and skills of existing/serving

teachers and second one is equipping upcoming/prospective-teachers with positive attitude towards their profession.

Attitudes towards profession are usually related with enjoying the profession, complete dedication to their

profession, and being aware that profession is socially useful and believing that they need to improve the profession.

C.V. Good (1973) define attitude as, “the predisposition or tendency to react specifically towards an object,

situation, or value; usually accompanied by feelings and emotions” According to Thurstone (1946) attitude is, “the

degree of positive or negative effect associated with some psychological object. By psychological object, Thurstone

means any symbol, phrase, slogan, person, institution, ideal or idea towards which people can differ with respect to

positive or negative effect.” Allport (1935) prefers to treat attitude as, “a mental and neural state of readiness,

organized through experience, exerting a directive or dynamic influence upon the individuals response to all objects

and situations with which it is related.” According to Katz (1959) “an attitude is a tendency or disposition to

evaluate an object or the symbol of that object in a certain way. An attitude is an important concept to understand

human behaviour. As behaviour is composed of many attributes and one of these important attributes is attitude.

Ones behaviour to a great extent depends upon one’s attitude towards the things, idea, person, object in his/her

environment (Mangal, 2009). In this way attitudes are to a great extent responsible for a particular behaviour of a

person. In simple words, attitudes are “pre-dispositions” to behave in a certain way. Attitude is defined as preference

along a dimension of favorableness and unfavorableness to a particular group, institution, concept, or object. A

person with a favorable attitude toward something is likely rate favorable and an unfavorable attitude presumes a

tendency to reject something (Sax, 1974). An individual’s attitude towards his/her occupation may affect the end-

product. Someone who does not enjoy his/her occupation will not be able to succeed in that occupation. A good

teacher with proper attitude, behaviour and personality traits can motivate, inspire and make students lost in his/her

teaching. A teacher with a positive attitude towards teaching is considered better and becomes popular figure among

students. Therefore, it is very important to study the attitudes of the prospective-teachers who are going to serve this

noble profession of teaching. Positive attitudes not only promote learning but also create the climate which

stimulates effective learning. Therefore, prospective-teachers must develop proper and positive attitudes towards

their profession so that they can bring about a positive change in the life of their students.

Review of Related Literature

Osunde& Izevbigie (2006) revealed that teachers are not well financially remunerated and they are looked down

upon because of delay in payment of salaries and allowances, thereby having a lost of sense of belonging. This

situation has resulted in the low esteem and status of the teachers and the teaching profession in the society. Poor

conditions of service, wider negative influence and teacher’s negative personal and professional behavior are critical

factors responsible for teachers’ low status. Guneyli& Aslan (2009) found a significant difference in favour of

female prospective teachers in relation to the gender. No significant difference between attitude scores was observed

in relation to the effects of class and socio-economic level. Baloglu & Karadag (n.d) showed that there was a

noticeable statistical meaningful relationship between student teachers’ attitudes toward the teaching profession and

some of their preferred coping strategies with stress. Arif et al., (2012) found that the ratio of four personality traits

(extraversion, agreeableness, conscientiousness, and neuroticism) was nearly same, but the ratio of openness

personality trait is greater which means that the openness personality trait of prospective teachers is more dominant

as compared to remaining four big personality traits. There was a significant difference between male and female



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prospective teachers on their big five personality traits. Female prospective teachers got greater score on their big

five personality trait instrument as compared to male prospective teachers. Kareem et al., (2012) reported that

students enrolled in regular programmes show high levels of professionalism as compared to distance education

students. Similarly B.Ed students enrolled in regular programmes showed the highest levels of professional attitude.

Sharma & Dhaiya (2012) found that (1) no significant difference between attitude of male and female B.Ed.

students towards teaching profession, (2) Arts and Science B.Ed. students do not differ significantly in attitudes

towards teaching, and (3) female B.Ed. Students were found to have most favourable towards teaching profession.

Shah & Thoker (2013) reported that there is significant difference between teaching attitude of government and

private secondary school teachers, and government secondary school teachers have higher teaching attitude towards

their teaching profession as compared to private secondary school teachers.

The perusal of above mentioned literature related to attitudes of prospective teachers towards teaching profession

suggest that a lot of research has been conducted to investigate the attitudes of prospective teachers towards teaching

profession, but unfortunately no specific research has been conducted in Aligarh District of Uttar Pradesh.

Especially no study has been conducted to study the attitudes of prospective teachers towards teaching profession in

which independent variables like type of institution, gender, religion, and choice of stream has been included. This

study is a humble attempt to fill research gap in this specific area. The investigators strongly believe that a study of

attitudes of prospective-teachers and its correlations will be much helpful in identifying those factors that govern the

behaviour of the prospective-teachers. It will also be useful in developing the predictive measures to be employed in

selection of candidates for teacher training programme. The present study would bring about a substantial change in

the attitudes of prospective-teachers community towards teaching. Therefore, this study is justified.

Objectives: following were the objectives of the study

1. To compare the attitudes of prospective teachers studying in private and public B.Ed institutions towards

teaching profession.

2. To compare the attitudes of female and male prospective teachers towards teaching profession.

3. To compare the attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession.

4. To compare the attitudes of science and social science prospective teachers towards teaching profession.

Hypotheses: following hypotheses were formulated in null form:

1. There is no statistical significant difference in the attitudes of prospective teachers studying in private and

public B.Ed institutions towards teaching profession.

2. There is no statistical significant difference in the attitudes of female and male prospective teachers towards

teaching profession.

3. There is no statistical significant difference in the attitudes of Muslim and Non-Muslim prospective teachers

towards teaching profession.

4. There is no statistical significant difference in the attitudes of science and social science prospective teachers

towards teaching profession.

Material and Methods

Methodology: This study falls under the category of descriptive research. Thus, survey method was adopted to carry

out the research work.

Population: In the present study the prospective teachers studying in private and public institutions of Aligarh

District constitute the target population.

Sample: In the present study, sample consisted of 180 prospective teachers, 90 from private and 90 from public

institutions through purposive convenient sampling method.

Research Tools Employed: For data collection “Teacher Attitude Inventory (TAI)”by Dr. S.P. Ahluwalia (2007)

was used to measure the attitudes of prospective teachers. The Inventory consists of 90 statements. Responses were

made on a five point scale and the response categories were assigned weights from 0 to 4.

Data Collection: The investigators visited the selected institutions personally and administered the Teacher Attitude

Inventory (TAI) to a total of 320 prospective-teachers studying in Department of Education of Aligarh Muslim

University, Al-Barkaat Educational Society and A.C.N Group of Institutions of Aligarh District of Uttar Pradesh.



Vol.4, No.10, 2013

175

Investigators also gave full freedom to the prospective-teachers to ask the meaning of words/sentences which were

beyond their understanding. Respondents were given enough time. Partially filled inventories were discarded.

Finally investigators could get data from180 respondents.

S. No.

Institutions

Total Number of

Prospective Teachers

Number of Prospective

Teachers Responded

Private

1

Al- Barkaat Institute of Education

Al-Barkaat Educational Society,

Aligarh.

100 50

2 Department of Education

A.C.N. Group of Institutions, Aligarh. 100 40

Public

1 Department of Education

Aligarh Muslim University, Aligarh. 120 90

Statistical Techniques Used: The data were analyzed with the appropriate statistical measures to justify the

objectives of the present study. The investigators employed Mean, Standard Deviation and t-test for the analysis of

the data.

Data Analysis, Interpretation and Discussion of Results:The analysis of data collected by the investigators was

done in order to make inferences and generalizations about the population. Statistical Package for Social Science

(SPSS) Version 20 was used for the analysis of data.

TABLE 1 SHOWING THE COMPARISON OF ATTITUDES TOWARDS TEACHING PROFESSION OF

PROSPECTIVE TEACHERS STUDYING IN PRIVATE AND PUBLIC B.ED INSTITUTIONS

Basis N Mean Standard Deviation t-value

Prospective Teachers of Private

B.Ed Institutions 90 269.58 30.23

3.021*

Prospective Teachers of Public

B.Ed Institution 90 257.19 24.48

* Significant at .05 level

Table No. 1 shows that the calculated valueof‘t’3.021is greater than the tabulated value of ‘t’ 1.96,which is

statistically significant at .05 level. This means there is a significant difference in the attitudes of prospective

teachers studying in private and public B.Ed institutions towards teaching profession. Therefore, the null hypothesis

that, there is no statistical significant difference in the attitudes of prospective teachers studying in private and public

B.Ed institutions towards teaching profession is rejected. Higher mean score of prospective teachers of private B.Ed

institutions than the prospective teachers of public B.Ed institutions indicate that prospective teachers of private

B.Ed institutions had a more favourable attitude towards teaching as compared to prospective teachers of public

B.Ed institutions. This is contrary to the study of Shah & Thoker (2013) who reported that there is significant

difference between teaching attitude of government and private secondary school teachers, and government

secondary school teachers have higher teaching attitude towards their teaching profession as compared to private

secondary school teachers.



Vol.4, No.10, 2013

176


FEMALE AND MALE PROSPECTIVE TEACHERS


Female Prospective Teachers 100 262.93 27.98

1.913* Male Prospective Teachers 80 255.13 26.18

* Not significant at .05 level

Table No. 2 reveals that the calculated valueof‘t’1.913is less than the tabulated value‘t’ 1.96, which is

statistically not significant at .05 level. This means there is no significant difference in the attitudes of female and

male prospective teachers towards teaching profession. Therefore, the null hypothesis that, there is no statistical

significant difference in the attitudes of female and male prospective teachers towards teaching profession is

accepted. It can be said that, there really exists no difference in the attitudes of female and male prospective teachers

towards teaching profession. This is contrary to the findings of Guneyli & Aslan (2009) and Sharma & Dhaiya

(2012) who reported that female prospective teachers have more positive attitudes when compared to male

prospective teachers.


MUSLIM AND NON-MUSLIM PROSPECTIVE TEACHERS


Muslim Prospective Teachers 100 262.92 24.34

0.807*

Non-Muslim Prospective Teachers 80 259.56 31.49


Table No. 3 shows that the calculated value of ‘t’ 0.807 is less than the tabulated value of ‘t’ 1.96, which is

statistically not significant at .05 level. This means there is no significant difference in the attitudes of Muslim

prospective teachers and Non-Muslim prospective teachers towards teaching profession. Therefore, the null

hypothesis that, there is no statistical significant difference in the attitudes of Muslim and Non-Muslim prospective

teachers towards teaching profession is accepted. It can be claimed that, there really exists no difference in the

attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession.



Vol.4, No.10, 2013

177


SCIENCE AND SOCIAL SCIENCE PROSPECTIVE TEACHERS


Science Prospective Teachers 67 264.42 22.93

1.478*

Social Science Prospective

Teachers 113 258.36 28.50


Table No. 4 shows that the calculated value of ‘t’ 1.478 is less than the tabulated value of ‘t’ 1.96, which is

statistically not significant at .05 level. This means there is no significant difference in the attitudes of science and

social science prospective teachers towards teaching profession. Therefore, the null hypothesis that, there is no

statistical significant difference in the attitudes of science and social science prospective teachers towards teaching

profession is accepted. It can be said that, there really exists no difference in the attitudes of science and social

science prospective teachers towards teaching profession. This is corroborated by the finding of the study conducted

by Sharma & Dhaiya (2012) who revealed that Arts and Science B.Ed. students do not differ significantly in

attitudes towards teaching profession but, contrary to the finding of Pehlivan (2010) who reported that there is a

difference between the attitude of science and social science prospective teachers.

Findings of the study

1. There is a significant difference in the attitudes of prospective teachers studying in private and public B.Ed

institutions towards teaching profession. It means that types of institution i.e., private and public influences the

attitudes of prospective teachers towards teaching profession.

2. There is no significant difference in the attitudes of female and male prospective teachers towards teaching

profession. It means that attitudes of female and male prospective teachers is not affected or determined by their

gender.

3. There is no significant difference in the attitudes of Muslim and Non-Muslim prospective teachers towards

teaching profession. It means that attitudes of Muslim and Non-Muslim prospective teachers is not affected or

determined by their religion.

4. There is no significant difference in the attitudes of science and social science prospective teachers towards

teaching profession. It means that attitudes of science and social science prospective teachers is not affected or

determined by their choice of streams.

REFERENCES

· Ahluwalia, S.P. (2007). Manual for Teacher Attitude Inventory (TAI), Agra, National Psychological

Corporation, pp.1-15.

· Arif, M.I., Rashid, A., Tahira, S.S., & Akhter, M. (2012) Personality and Teaching: An Investigation into

Prospective Teachers’ Personality, International Journal of Humanities and Social Science, Vol. 2 (17), 161-

171.

· Baloglu, N., Karadag, E. (n.d). A Study of the Relationship between the Prospective Teachers’ Attitudes toward

the Teaching Profession and their Preferred Coping Strategies with Stress, the New Educational Review.

· Good, C.V. (1973). Dictionary of Education. New York, McGraw- Hill Book Company, p.49.

· Government of India (1986). National Policy on Education1986, Department of Education, Ministry of Human

Resource Development, New Delhi, pp31-32.

· Government of India (1953). Report of the Secondary Education Commission1952-53, Ministry of Education,

New Delhi, p.155.

· Guneyli, A., & Aslan, C. (2009). Evaluation of Turkish Prospective Teachers’ Attitudes Towards Teaching

Profession (Near East University case), Procedia Social and Behavioral Sciences 1, 313-319.



Vol.4, No.10, 2013

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· Kareem, U., Jamil, A., Atta, M.A., Khan, M.Y., & Jan, T. (2012). Comparative Study of the Professional

Attitudes of Prospective Teachers Recruited in Regular and Distance Education Programmes, International

Journal of Learning & Development, Vol. 2 (5), 182-189.

· Mangal, S.K. (2009). Essentials of Educational Psychology, New Delhi, PHI Learning Private Limited, pp.328-

338.

· Mirunalini, M., and Anandan, K. (2012). Teacher Professional Perception of B.Ed Student Teachers, Journal of

Community Guidance and Research, Vol. 29 (3), 473-480.

· Mohiyuddin, S. (1943). School Organization and Management, Bombay, (Mumbai), Universal Book

Corporation, pp.395-418.

· Osunde, A. U., Izevbigie, T. I. (2006),An Assessment of Teachers’ Attitude Towards Teaching Profession in

Midwestern Nigeria, Education Spring, Vol. 126 (3), p.462

· Parvez, M. (2010). School Administration, Aligarh, Kitab Ghar, pp.58-59.

· Pehlivan, K.B. (2010). A Study on Prospective Teachers’ Learning Styles and Their Attitudes Toward Teaching

Profession, Elementary Education Online, 9 (2), 749-763.

· Sax, G. (1974). Principles of Educational Measurement and Evaluation, California, Wadsworth Publishing

Company, pp.397-443.

· Sharma, S., & Dhaiya, P. (2012). Comparative Study of Attitude towards Teaching of Science and Arts of B.Ed.

Students, Bhartiyam International Journal of Education & Research, Vol.1 (2), 2277-1255.

· Shah, S.I.A., & Thoker, A.A. (2013). A Comparative Study of Government and Private Secondary School

Teachers towards their Teaching Profession, Journal of Education and Practice, Vol.4 (1), 118-121.

· Thurstone, L. L. (1946). Comment, American Journal of Sociology, 52, 39-50.

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